Existential Questions in Education

  CHAPTER 14 : Putting it all together Which equitable practices did you try? How do you know whether they are successful? Explain. Do you let your students know about the new grading practices you are implementing and why?  What would a partnership with students to make grading more equitable look like? Post your answer to the questions above in the comment section here by clicking "Enter you comment" >  choose "name/URL"  in the drop down menu  and add your name before typing your comment and clicking publish .  Comment on two peers' posts by clicking "reply" > choose "name/URL" in the drop down menu underneath their posts  and add your name . Participants are required to comment on one " I notice...." and one " I wonder..." on two peers' reflections in each chapter. Due. April 29, 2022

  CHAPTER 13 : Practices that build “soft skills” without including them in the grade Do you believe each soft skill has an equal impact on a student’s academic performance, or do some soft skills have more impact than others? Does it depend on the industry or the context? Might this mean that a part of teaching soft skill is teaching students how to assess a context? How might we scaffold the teaching of soft skill? How student specific is the connection between any given soft skill and an academic performance? How much does it change depending on the academic subject or skill to be performed? What implications does this have on how to give feedback on a student’s soft skills competence, or the use of a student tracker? Some schools use student-led grade conferences in which students, alongside their teacher, explain their performance to their caregivers. They share academic and study skills data, identify strengths and weaknesses, and identify goals and plans for improvement. It’...

 CHAPTER 12: Practices that “Lift the Veil” Think about your professional career. How Have your supervisors made the evaluation of your work transparent, or opaque?How has that transparency, or opacity, affected your feelings or trust, empowerment, motivation, and how you did your job? How could you have gotten more clarity about your supervisor’s expectations, and how would greater common understanding between the two of you change your feelings and your work? Draft a rubric for an upcoming assessment or select one you’ve already created and assess it against the rubric for rubrics. What are ways that your rubric could be more transparent and equitable? Post your answer to the questions above in the comment section here by clicking "Enter you comment" >  choose "name/URL"  in the drop down menu  and add your name before typing your comment and clicking publish .  Comment on two peers' posts by clicking "reply" > choose "name/URL" in th...

  CHAPTER 11:   Practices that support hope and a growth mindset When in your professional life have you been given a redo? Who offered it to you and why do you think you got that second chance? What did it feel like receiving it? What happened before and during your second chance? How did it benefit you?Was there time when you were asked to demonstrate competence and weren’t given a second chance? Why weren’t you given that chance? Did you ask for it, or believe that you could? How much of a motivator is hope? How much do you notice a change in student behavior and motivation, particularly among lower performing students, before the first assessment of the term compared to after they have received the scores of that first assessment ? At the beginning of the term versus after the first progress report? How could offering redemption via retakes, weighing more recent performance, minimum grading, or 0-4 scales throughout the term affect motivation? How would the commitment to m...